SB0  SEM&ZSZ. 


up  vmmm 


EDUCATION  of 
THE  INDIANS 


BULLETIN  9,  1 927. 


I 


| 

»«i 

I 


Department  of  the  Interior, 
Bureau  of  Indian  Affairs, 
Washington,  D.  C. 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/educationofindiaOOunit 


DEPARTMENT  OF  THE  INTERIOR 

OFFICE  OF  INDIAN  AFFAIRS 


Bulletin  9,  1927. 


EDUCATION  OF  THE  INDIANS 


THE  INDIAN  PRINT  SHOP 
CHILOCCO  INDIAN  AGRICULTURAL  SCHOOL 
CHILOCCO,  OKLAHOMA. 


HOME  OF  JAMES  WALKING  AND  HIS  FAMILY.  NEW  TYPE  OF  INDIAN  HOME  WHICH  IS 
APPEARING  ON  THE  KIOWA  AND  OTHER  INDIAN  RESERVATIONS. 


Bulletin  9,  (1927) 

Office  of  Indian  Affairs. 


Education  of  the  Indians 


N EARLY  DAYS  the  Indian  tribes  of  North  America 
may  be  said  to  have  possessed  a system  of  education 
suited  to  their  needs.  The  young  women  were 
. trained  in  the  making  and  in  the  orderly  mainte- 
nance  of  the  camp,  in  the  providing  of  fuel,  in  the 
| tanning  and  dressing  of  skins  and  the  making  of 
clothing  therefrom.  Indian  youth  were  taught  the 


arts  and  attainments  necessary  to  provide  for  the  physical  needs  of 
the  tribe  with  due  regard  to  the  conditions  of  its  environment.  Be- 
yond those  things  necessary  in  order  to  secure  a living  the  cultural 
side  of  education  was  not  entirely  neglected  as  evidenced  by  the  tribal 
lore,  tribal  art,  tribal  handicrafts  and  native  music.  With  the  influx 
of  the  white  races  within  the  territories  formerly  occupied  by  the 
Indians,  conditions  became  so  changed  that  in  order  to  provide  for 
their  needs  other  adjustments  and  adaptations  became  in  time  neces- 
sary and  the  old  methods  and  customs  no  longer  sufficed. 

Beginning  as  early  as  1778  and  developing  during  the  19th  century, 
there  arose  the  Reservation  system  under  which  the  various  ti'ibes 
were  compelled  to  reside  upon  such  lands  as  were  assigned  to  them 
by  treaty  or  otherwise.  Their  existence  within  the  reservations  was 
to  an  extent  more  restricted,  their  principal  means  of  support  were 
curtailed  or  destroyed,  issuance  of  rations  was  resorted  to  by  the 
Federal  Government  and  the  reservation  system  constituted  an  era 
of  non-development  and  retrogression.  During  this  entire  period 
the  advisability  of  an  education  which  would  conform  to  their  needs 
under  changed  conditions  had  become  apparent.  The  reservation  con- 
ditions remained  the  same  until,  as  a result  of  the  intei’est  of  thought- 
ful and  far-sighted  friends  of  the  Indians,  there  was  enacted  by  Con- 
gress the  Allotment  Act  of  February  8,  1887,  known  as  the  “Dawes 
Act,”  after  its  proponent,  Senator  Henry  L.  Dawes,  of  Massachusetts. 
This  law  provided  for  allotment  of  lands  in  severalty  to  individual 
Indians,  to  be  held  and  utilized  by  each  allottee  for  the  benefit  of 
himself  and  his  family,  thus  affording  to  each  his  opportunity  and 
providing  the  incentive  to  personal  effort  essential  to  the  development 
of  all  human  beings. 

During  all  this  period,  however,  there  had  been  some  attempt  to 
provide  an  elementary  education  for  a part  at  least  of  the  Indian 
children.  The  first  movement  looking  toward  the  education  of  the 
Indians  was  inaugurated  by  the  religious  denominations  of  the  United 
States  through  the  medium  of  Mission  schools  conducted  by  these 
organizations.  Financial  aid  was  also  furnished  by  the  Government, 
through  Congressional  appropriations.  In  1819,  Congress  first 
appropriated  $10,000  for  Indian  education  and  civilization  (U.  S.  Stat. 
L.  Vol.  3,  p.  516).  On  January  15,  1820,  John  C.  Calhoun  reported 


MAINTAINS  132  DAY  SCHOOLS  FOR  INDIAN  CHILDREN. 


EDUCATION  OF  THE  INDIANS 


2 


to  the  House  that  no  part  of  this  amount  had  been  applied.  Such 
educational  work  as  had  been  given  to  the  Indians  had  been  carried 
on  by  the  religious  associations.  He  says: 

Although  partial  advances  may  be  made  under  the  present 
system  to  civilize  the  Indians,  I am  of  opinion  that  until  there 
is  a radical  change  in  the  system  any  efforts  which  may 
be  made  must  fall  short  of  complete  success.  They  must  be 
gradually  brought  under  our  authority  and  laws,  or  they  will 
insensibly  waste  away  in  vice  and  misery.  It  is  impossible 
with  their  customs  that  they  should  exist  as  independent 
communities  in  the  midst  of  civilized  society.  They  are  not 
an  independent  people  (I  speak  of  these  surrounded  by  our 
population)  nor  ought  they  to  be  so  considered.  They  should 
be  taken  under  our  guardianship;  our  opinions  and  not  theirs 
ought  to  prevail  in  measures  intended  for  their  civilization 
and  happiness.  A system  less  vigorous  may  protract  but  can 
not  arrest  their  fate. 

In  1820,  21  schools  conducted  by  different  religious  societies  were 
given  $11,838  and  from  that  date  until  1870,  when  an  appropriation  of 
$100,000  was  made  for  Indian  schools,  the  principal  educational  work 
for  the  Indians  was  conducted  under  the  auspices  of  these  organi- 
zations aided  more  or  less  by  the  Federal  Government.  During  the 
reservation  period  until  1870  and  thereafter,  the  Federal  Government 
from  time  to  time  provided  or  assisted  in  the  provision  of  school 
buildings  within  the  reservations,  which  were,  with  few  exceptions, 
placed  in  charge  of  the  mission  organizations  to  be  by  them  maintained 
wholly  or  jointly  with  the  aid  of  the  Government.  In  1833,  the  Indian 
Commissioner  reports  concerning  the  school  at  Mackinac,  which  had 
been  established  ten  years,  that  191  children  had  been  received,  eight 
had  learned  mechanical  trades,  thirteen  had  been  engaged  as  clerks  in 
the  Indian  trade,  one  was  United  States  Indian  interpreter,  and  none 
has  returned  to  the  forest  as  hunter.  In  1846  the  Indian  Commissioner 
reported : 

The  general  introduction  of  manual  labor  schools  among 
the  Indians,  and  the  purchase  of  tools  and  agricultural  imple- 
ments as  are  necessary  for  their  management  and  operation, 
will  be  attended  with  much  expense,  and  will  require  all  the 
funds  that  are  in  any  way  applicable  to  objects  of  education. 

A portion  of  these  funds  has  heretofore  been  applied  to  the 
education  of  boys  at  literary  institutions  in  the  various  States, 
and  even  to  the  preparation  of  some  of  them  for  the  practice 
of  learned  professions;  and  although  important  advantages 
have  thereby  resulted  in  the  diffusion  of  information  among 
the  different  tribes,  yet  it  is  believed  the  money  can  now  be 
more  beneficially  expended  at  the  homes  and  in  the  midst  of 
the  Indian  people.  The  prejudices  of  the  red  man  will  be 
thus  more  easily  overcome,  and  the  benefits  extended  alike  to 
both  sexes  of  the  tribe. 


DEDICATION  SERVICE,  SHERMAN  INSTITUTE, 


BUSINESS  DEPARTMENT,  HASKELL 


A BUSY  HOUR  IN  AN  INDIAN  SCHOOL  HOSPITAL. 


EDUCATION  OF  THE  INDIANS 


3 


tn  1848,  16  manual  labor  schools,  87  boarding  and  other  schools, 
tvere  reported  in  operation,  and  several  additional  manual  labor  schools 
were  under  contract;  two  each  for  the  Creeks  and  Potawatomies,  and 
one  each  for  the  Chickasaws,  Kansas  and  Miamis.  The  aggregate 
sum  expended  for  buildings  and  improvements  was  $34,000;  annual 
endowment  and  maintenance  $26', 000 — this  in  addition  to  the  amounts 
contributed  by  missionary  societies  under  whose  care  they  were  placed. 
Further  information  regarding  the  development  and  conduct  of  Indian 
schools  is  given  in  the  annual  reports  of  the  Secretary  of  the  Interior 
and  the  Commissioners  of  Indian  Affairs.  Since  the  fiscal  year  1900 
no  aid  from  appropriations  of  public  money  has  been  given  to  denomi- 
national schools.  Much  credit  is  due  to  these  organizations  and  to 
their  schools  for  the  excellent  service  rendered  to  the  cause  of  Indian 
education  during  so  long  a term  of  years,  and  for  the  helpful  and 
civilizing  influences  which  have  resulted  from  their  efforts. 

It  was  recognized  by  Congress  in  1870  that  dependence  could  not 
wisely  be  placed  upon  the  religious  societies  alone,  but  that  the  Gov- 
ernment should  undertake  the  conduct  of  schools  of  its  own,  and  the 
appropriation  of  $100,000  in  that  year  was  granted  for  the  purpose. 
Day  schools  came  first  followed  by  boarding  schools.  In  1878  the 
military  post  at  Carlisle,  Pennsylvania,  was  secured  from  the  Depart- 
ment of  War  and  organized  as  the  large  Carlisle  Indian  School,  in 
charge  of  Colonel  R.  H.  Pratt.  Indian  youth  were  brought  to  the  school 
from  nearly  all  of  the  Indian  tribes  of  the  western  country  and  for 
many  years  it  fulfilled  well  its  office  as  an  educational  and  civilizing 
institution.  It  was  an  elementary  school,  never  a college,  and  shortly 
after  the  World  War  it  was  discontinued  and  the  plant  restored  to  the 
War  Department. 

The  next  year,  1879,  a school  to  conform  in  pattern  to  the  Carlisle 
School  was  established  at  Forest  Grove,  Oregon,  later  removed  to 
Chemawa,  near  Salem,  and  there  enlarged.  This  is  known  as  the  Salem 
Indian  School,  and  is  still  in  operation.  Schools  of  this  character,  not 
within  a reservation,  have  come  to  be  termed  nonreservation  schools, 
of  which  other  examples  now  being  maintained  by  the  Bureau  are: 
Sherman  Institute,  Riverside,  California;  Haskell  Institute,  Lawrence, 
Kansas;  the  Phoenix  Indian  School,  Phoenix,  Arizona;  the  Albuquerque 
Indian  School,  Albuquerque,  New  Mexico;  the  Chilocco  Indian  School, 
Chilocco,  Oklahoma;  and  others  of  similar  kind.  These  schools  receive 
applicants  from  any  tribe,  whereas  the  boarding  and  day  schools  within 
the  several  reservations  have  been  established  and  are  maintained  for 
the  tribes  of  the  reservation  only. 

From  the  proceeding  brief  outline  of  the  material  facts  concerning 
the  establishment  of  schools  for  Indian  youth,  evidence  is  seen  of  an 
early  realization  of  the  need  for  practical  instruction  in  trades  and 
manual  arts  adapted  to  Indian  requirements  under  new  and  really  un- 
favorable environment,  intended  nevertheless  to  be  such  as  would  prove 
of  value  to  the  young  Indian  boy  or  girl  after  leaving  the  school. 
Though  not  systematized,  not  always  wisely  assigned  nor  efficiently 


WEAVING  ROOM,  ALBUQUERQUE  INDIAN  SCHOOL. 


EDUCATION  OF  THE  INDIANS 


4 


and  thoroughly  imparted,  this  training  of  an  elementary  character 
has  not  been  devoid  of  good  results.  The  training  of  the  hands  and 
the  mind,  the  faculty  of  accurate  observation,  the  acquisition  of  skill 
in  performance,  the  habits  of  reasoning  and  reflection,  have  made  a 
definite  and  lasting  impress  upon  those  who  have  been  reached  by 
the  schools.  While  performance  of  institutional  routine  duties  has 
in  a measure  militated  against  instruction  proper,  on  the  other  hand 
practical  experience  in  the  fundamental  pursuits  such  as  those  of 
the  carpenter,  blacksmith,  mason,  painter,  plumber  and  the  several 
branches  of  agriculture  and  stock  raising  for  the  boys,  and  house- 
keeping, domestic  art,  household  ecomomics,  and  nursing  for  the  girls, 
has  been  of  considerable  value.  This  form  of  instruction  the  schools 
have  afforded. 

Concerning  theoretical,  commonly  termed  “Academic,”  instruction 
in  the  usual  school  subjects,  both  fundamental  and  associated  groups, 
the  schools  have  always  offered  the  eight  elementary  grades  approx- 
imating those  of  the  public  schools  of  the  states,  with  the  later  intro- 
duction in  the  nonreservation  schools  of  high  school  grades.  Dealing 
with  races  accustomed  only  to  the  daily  use  of  their  native  tongue 
and  during  the  earlier  generations  entering  school  with  no  knowledge 
of  English  whatever,  the  acquisition  of  our  own  language  has  been 
the  real  fundamental  problem,  and  upon  its  solution  the  success  of 
Indian  education  depends.  The  introduction  of  English  could  not 
possibly  be  effected  in  one  generation  nor  has  the  process  been  com- 
pleted yet.  Early,  when  the  schools  were  few  and  their  capacities 
adequate  for  a small  part  only  of  the  Indian  population,  the  difficulty 
was  insurmountable.  Of  some  interest  in  this  connection  is  the  Indian 
report  of  1826,  wherein  it  is  said: 

Hundreds  of  Indian  children  are  turned  away  for  the 
want  of  ability  on  the  part  of  the  superintendent  to  receive 
them.  Numerous  applications  for  assistance,  and  from  the 
most  respectable  societies,  are  now  on  file  in  this  office,  to 
which  it  has  not  been  possible  to  return  any  other  answer  than 
the  fund  appropriated  by  Congress  is  exhausted.  It  is  recom- 
mended that  the  sum  be  increased.  In  order  to  meet  the  dis- 
couragement arising  from  the  educated  children  being  thrown 
back  into  uneducated  Indian  settlements,  it  is  recommended 
that  sections  of  land  and  agriculture  and  other  implements  be 
given  them,  by  which  they  may  earn  their  living  and  become 
an  intermediate  link  between  our  own  citizens  and  our  wander- 
ing neighbors,  softening  the  shades  of  each  and  enjoying  the 
confidence  of  both. 

With  increase  in  the  number  of  schools  reaching  more  and  more 
tribes  the  condition  has  gradually  improved  so  that  now  the  tribes  or 
l aces  of  some  sections  of  the  United  States  have  become  English  speak- 
ing; many  remain  who  are  not.  In  his  report  for  the  year  1878  the 
Commissioner  of  Indian  Affairs,  with  reference  to  the  disparity  be- 
tween the  number  of  children  and  the  facilities  available  for  them  says: 


FIRST'  GROUP  OF  GIRLS  RECEIVED  AT  THEODORE  ROOSEVELT  INDIAN 
SCHOOL  FROM  REAMS  CANON,  JUNE  19,  1923. 


EVENING  OF  THE  SAME  DAY. 


Im| 


ONE  YEAR  LATER. 


TWO  YEARS  LATER. 


GIRLS’  SWIMMING  POOL,  PHOENIX  INDIAN  SCHOOL. 


5 


EDUCATION  OF  THE  INDIANS 

At  a low  estimate,  the  number  of  Indian  children  of  school- 
going age,  exclusive  of  those  belonging  to  the  Five  Civilized 
Tribes  of  the  Indian  Territory,  may  be  placed  at  33,000.  Of 
these,  not  less  than  8,000  could,  within  a short  time,  be  gather- 
ed into  boarding  schools,  except  for  the  fact  that  the  teachers 
are  yet  to  be  employed,  the  school  buildings  are  yet  to  be  erect- 
ed, and  the  funds  for  both,  and  for  feeding  and  clothing  the 
scholars,  are  yet  to  be  appropriated. 

The  whole  number  of  children  who  can  be  accommodated 
in  the  boarding  schools  now  provided  at  the  various  agencies  is 
only  2,589.  To  these  may  be  added  5,082  more,  who  can  find 
room  in  day  schools-those  expensive  makeshifts  for  education- 
al appliances  among  Indians — making  a total  of  only  7,671 
Indians  who  have  yet  been  placed  within  reach  of  school  facili- 
ties. And  when  it  is  considered  that  the  50  youth  who  spend 
from  one  to  three  years  in  a boarding  school  must  step  from 
that  into  the  social  atmosphere  created  by  500  youth  and  2,500 
other  members  of  the  tribe  who  are  still  in  ignorance,  it  can 
readily  be  seen  that  the  elevation  of  an  Indian  tribe  is  being 
attempted  by  a method  at  least  as  slow  as  it  is  sure,  and  that 
what  should  be  the  work  of  a year  will  be  protracted  through  a 
decade  and  the  work  of  a decade  through  a generation. 

Here  then  is  a long  interval  of  gradual  though  imperfect  progress 
in  the  effort  to  teach  English  and  to  bring  about  its  use  by  the  Indian 
races.  Upon  its  use  with  facility  has  depended  the  progress  of  the 
pupil  in  the  other  elementary  subjects,  writing,  spelling,  arithmetic, 
geography,  something  of  history,  and  of  civics  in  the  higher  grades. 

The  process  has  been  impeded  also  by  another  difficulty,  namely 
that  of  placing  the  children  in  school  at  the  proper  age,  in  the  face  of 
opposition  by  their  parents.  It  is  well  known  as  a fact  of  education 
that  in  order  to  acquire  a language  and  make  it  his  own  for  daily  use 
and  as  mental  equipment  in  the  thinking  pi’ocess,  it  is  essential  that 
the  child  commence  at  an  early  age.  With  a child  the  pro. -ess  of  ac- 
quisition of  the  language  of  its  parents  begins  naturally  at  an  age 
of  perhaps  one  year  and  proceeds  with  rapidity.  With  a foreign  lan- 
guage the  case  is  different  and  to  the  Indian  child  English  is  a foreign 
language  when  he  enters  an  Indian  school.  Yet  practical  consider- 
ations have  prohibited  the  entrance  of  the  child,  already  w'ith  the 
habits  of  his  native  tongue  partially  formed,  into  an  English  teaching 
school  under  the  age  of  five  or  six  years  and  the  standard  of  six  as 
a minimum  age  has  come  to  be  the  accepted  standard  of  necessity  by 
the  Federal  school  service,  though  often  not  attained.  This  standard 
thus  represents  a compromise,  but  nevertheless  the  results  in  the  im- 
parting of  English  and  its  attendant  branches  of  knowledge  have  not 
been  and  cannot  be  considered  as  wanting  in  a large  measure  cf  success. 

During  the  period  represented  herein,  the  schools  of  the  Indian 
Service  have  been  gradually  improved  in  curricula,  in  methods  of 
instruction  and  of  administration.  Where  formerly  varying  degrees 


CLASSROOM,  DOMESTIC  SCIENCE  DEPARTMENT.  SALEM  SCHOOL. 


DOMESTIC  ART  DEPARTMENT.  SALEM  SCHOOL. 


GIRLS’  HOUR  IN  GYMNASIUM  AT  HASKELL. 


6 


EDUCATION  OF  THE  INDIANS 

cf  excellence  prevailed  in  individual  institutions,  substantial  uniformi- 
ty has  been  now  secured.  Only  within  the  past  few  years,  however, 
has  a prescribed  course  of  study  been  developed  which  though  not  final 
in  all  of  its  details  yet  represents  a standard  which  bids  fair  to  remain 
permanent. 

The  present  prescribed  course  of  study  for  Indian  schools  covers 
industrial  and  vocational  instruction  in  those  arts  and  branches  which 
^ adapted  to  the  needs  of  the  Indian  children  This  course  embraces 
six  elementary  grades,  three  grades  comprising  a junior  vocational 
course  and  a senior  vocational  course  of  three  additional  grades,  or 
twelve  in  all.  The  reservation  day  and  boarding  schools  generally 
speaking  give  no  more  than  the  work  of  the  six  elementary  grades, 
while  the  non  reservation  schools  provide  for  instruction  in  the  higher 
grades. 

Prevocational  industrial  instruction  for  the  fourth,  fifth  and  sixth 
grades  includes  agriculture  and  gardening,  farming,  carpentry,  black- 
smithing,  engineering,  masonry,  painting  and  shoe  and  harness  repair- 
ing for  the  boys,  and  home  training,  cooking,  plain  sewing,  laundering 
and  poultry  raising  for  the  girls. 

In  the  junior  vocational  are  given  courses  in  agriculture,  auto- 
mobile mechanics,  blacksmithing,  carpentry,  engineering,  masonry 
painting,  printing,  mechanical  drawing,  home  economics  and  nursing. 
The  senior  vocational  course  affords  advanced  work  in  the  same  sub- 
jects and  is  designed  to  accomplish  these  so  fully  as  to  qualify  all  stu- 
dents to  pursue  an  indicated  occupation  with  due  financial  profit  to 
themselves  upon  leaving  school.  Academic  instruction  is  correlated 
closely  with  the  vocational  training  and  embraces  courses  and  subjects 
which  are  vitally  associated  and  essential.  Thus  such  advanced  mathe- 
matics, elementary  science  and  technical  study  are  prescribed  as  are 
required  for  adequate  theoretical  and  practical  equipment  of  the  stu- 
dent. Non  essentials  are  eliminated  and  neither  modern  languages 
nor  classics  are  included. 

The  school  program  is  so  arranged  that  there  is  assigned  one-halt 
time  for  class  room  instruction,  one-fourth  for  vocational  instruction 
and  one-fourth  for  institutional  work  details  of  pupils.  This  plan 
decreases  to  a minimum  the  time  given  by  pupils  to  the  performance  of 
noneducational  routine  labor.  Pupils  of  the  three  primary  grades  are 
required  to  be  in  class  during  both  forenoon  and  afternoon  sessions. 
The  school  program  is  essentially  the  platoon  system  of  organization. 

At  the  present  time  (during  the  fiscal  year  1927)  the  Indian 
Bureau  is  maintaining  131  day  schools,  58  reservation  boarding 
schools,  including  7 boarding  schools  especially  for  the  Five  Civilized 
Tribes  in  Oklahoma,  and  18  nonreservation  boarding  school.  The 
day  schools  range  in  size  from  one  class  room  generally,  to  larger 
schools,  in  some  cases  with  an  enrollment  as  high  as  200  puDils.  The 
reservation  boarding  schools  vary  in  capacity  from  100  to  450  pupils, 
using  approximate  figures. 

Of  the  nonreservation  schools  several  are  of  considerably  greater 


BUILDING  THE  NEW  AUDITORIUM,  SHERMAN  INSTITUTE,  1924-25. 


EDUCATION  OF  THE  INDIANS 


l 


capacity,  reaching  850  at  Haskell  Institute,  Lawrence,  Kansas;  900  at 
the  Phoenix  Indian  School,  Phoenix,  Arizona ; 900  at  the  Salem  Indian 
School,  Chemawa,  Oregon;  and  1,000  at  Sherman  Institute,  Riverside, 
California.  It  is  in  these  nonreservation  schools  that  it  becomes  practi- 
cable to  carry  instruction  beyond  the  elementary  grades  and  to  offer 
either  the  junior  high  or  both  the  junior  and  senior  high  courses. 
While  conditions  prevailing  as  to  the  reservation  school  do  not  lend 
themselves  to  the  conduct  of  advanced  work,  the  nonreservation  schools 
are  available  for  pupils  who  desire  to  take  the  high  school  courses  and 
whose  preparation  and  abilities  qualify  them  to  do  so. 

Health  promoting  activities  are  given  a prominent  place  in  the 
conduct  of  the  schools.  The  health  of  the  pupil  is  the  first  purpose, 
and  the  daily  routine  of  the  boarding  school  as  to  diet,  bathing, 
exercise,  sleep,  periodical  weighing  and  examination  of  pupils,  and 
supervised  nursing  supplied  by  Indian  girls,  furnishes  an  organized 
system  throughout  the  year  for  the  protection  of  health  and  the  forma- 
tion of  health  habits.  The  value  of  a sufficient  supply  of  milk  daily 
is  emphasized  and  an  endeavor  made  to  provide  plenty  for  the  schools. 
Two  of  the  most  prevalent  and  formidable  diseases  with  which  the 
Service  has  to  contend,  namely  tuberculosis  and  trachoma,  have  been 
generally  eliminated  from  the  boarding  schools  though  yet  prevalent 
among  the  adults  and  the  children  not  in  school.  Health  education  has 
been  introduced  in  the  class  room  and  a program  of  health  education 
for  Indian  schools  has  been  carefully  prepared  with  the  cooperation  of 
the  American  Child  Association  of  New  York,  based  upon  a report  of 
the  Joint  Committee  on  Health  Problems  in  Education  of  the  National 
Education  Association  and  the  American  Medical  Association.  Space 
forbids  the  details  of  this  program  which,  however,  is  comprehensive. 

In  all  schools  prominence  is  given  to  moral  training  and  definite 
time  is  set  apart  for  instruction  in  manners  and  right  conduct.  General 
regulations  for  religious  worship  applicable  to  every  Indian  school 
provide  for  the  attendance  of  pupils  at  Sunday  School  and  church  ser- 
vice. As  agencies  of  the  Federal  Government,  the  schools  do  not  di- 
rectly undertake  the  giving  of  religious  instruction,  but  extend  full 
cooperation  and  impartial  privileges  to  the  Christian  denominations  by 
whose  local  clergy  this  work  is  conducted. 

One  of  the  most  interesting  and  important  phases  of  Indian  edu- 
cation is  found  in  the  rapid  development  of  attendance  of  Indian 
children  in  the  State  public  schools.  The  first  agreements  reached  for 
co-education  of  Indians  and  whites  in  State  and  Territorial  schools 
were  in  1891.  During  that  year  21  Indian  children  were  contracted  for, 
and  seven  enrolled,  with  and  average  attendance  of  four.  In  1896  there 
were  reported  294  in  attendance,  and  in  1900  118  children  under  con- 
tracts with  the  public  schools.  (Report  of  Commissioner  for  fiscal 
year  1901,  p.  25).  In  1910  the  general  enrollment  approximated  1900. 
By  1915  this  enrollment,  fostered  by  payment  of  tuition  by  the  Indian 
Bureau  from  a public  appropriation  by  Congress,  had  reached  26,000, 
while  at  the  present  time  the  total  enrollment  exceeds  37,000.  In  this 


CHILOCCO  BOY  LEARNING  BY  DOING. 


THE  NEW  METHOD  OF  HARVESTING  AT  CHILOCCO 


8 


EDUCATION  OF  THE  INDIANS 


is  found  evidence  of  the  fact  that  a large  number  of  the  Indian  people 
have  reached  a stage  of  advancement  which  makes  it  possible  for  their 
children  to  enter  the  public  schools,  receive  with  benefit  the  instruction 
there  afforded  and  to  enter  into  the  spirit  of  institutions  peculiarly 
embodying  the  methods  and  customs  of  the  white  race.  In  such  at- 
tendance there  are  for  the  Indian  children  the  advantages  of  associa- 
tion, competition  with  and  the  example  set  by  the  white  children. 
Eventually  the  education  of  the  Indians  will  devolve  upon  the  several 
States  of  their  residence,  in  which  they  now  possess  the  privileges  and 
must  assume  the  responsibilities  of  citizens  by  virtue  of  the  act  of 
Congress  of  June  2,  1924. 

The  educational  system  herein  described,  its  day  and  boarding 
schools,  has  demonstrated  its  value  and  its  adaptation  to  the  needs  of 
Indian  boys  and  girls.  The  work  of  education  has  proceeded  at  a rate 
corresponding  to  the  adjustment  of  the  Indian  races  to  the  environment, 
customs  and  civilization  of  the  whites.  Before  this  process  commenced 
the  Indian  did  not  desire  the  education  of  the  white  man.  Now  the  father 
and  mother  who  were  educated  in  an  Indian  school  wish  their  children 
also  to  attend  school. 

Graduates  from  Indian  schools  are  now  to  be  found  in  nearly  all 
lines  of  pursuit  within  the  States;  many  have  left  the  reservations 
and  may  be  found  merged  in  the  body  politic,  as  citizen  workers  in 
factories,  shops,  on  the  farm  or  in  business  occupations;  rendering 
efficient  service  in  the  mechanical  trades  or  in  agriculture,  or  employed 
as  teachers,  nurses,  clerks  and  in  the  homes.  Employment  as  teachers 
or  in  other  capacities  has  been  given  by  the  Federal  Indian  Service 
to  many  who  have  been  found  qualified  to  fill  such  positions  with  ad- 
vantage to  the  Service  and  with  credit  to  themselves. 

Office  of  Indian  Affairs. 

Washington,  D.  C., 

February  16,  1927. 


A CORNER  IN  NORMAL  TRAINING  DEPARTMENT,  HASKELL. 


MEMORIAL  ARCH— HASKELL  STADIUM.  LAWRENCE.  KANSAS. 


Printed  by  Indian,  at 
The  Indian  Print  Shop 
Chilocco,  Oklahoma. 
J-I-'l*  I CM. 


"5 


